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contributor role working alongside their peers. They are also expected to
assume the role of manager of these current peers. In addition to time-
management challenges that arise, dual roles are difficult to handle for
both the new manager and the direct reports because the roles are
blurred. It is unclear when the manager wears the peer hat and when
she wears the manager hat.
When you are given the new management duties, the first thing to
do is to meet with your manager. Do you have a title and/or grade-level
change? How and when will your manager announce your new role to
the team? Get clarity on your manager’s expectations and your level of
authority for each of your responsibilities. What percent of your time
is to be spent on these new managerial responsibilities? What are your
manager’s suggestions for making the new arrangement work well for
the team? Who is responsible for evaluating performance of your team-
mates—you or your manager? Set a plan with your new manager. Be
sure you and your boss are clear on his expectations of you.
How to Strike a Balance Between Functioning as a Manager and as

an Individual Contributor
1. Issues:
> Time management.
> Defining roles and expectations—confusion about separating
roles.
> Prioritization (individual versus team needs).
> Friction with teammates and managing friends (see Chapter 7).
> How to get teammates to do the work without micromanaging.
> Defining boundaries of delegation.
2. Action Steps:
> Clearly define goals and objectives and job responsibilities for self
and for reports. Ask for clarification from your manager and com-
municate that to your entire team. Ask your boss to make the
formal announcement of your new role.
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> Identify all tasks for each role. Classify tasks based on individual,

team, and organizational needs. Prioritize each task.
> Evaluate all the work processes. Streamline processes and work-
flow with input from peers.
> Acknowledge the new role to the team and ask for their input on
how to make the new relationships and work assignments work
for everyone. Redefine roles if necessary.
> Adapt to the demands of each team members’ needs.
> Schedule one-on-one meetings with peers to discuss how you will
handle the dual role. Set expectations with your direct reports.
> Assign equal or greater priority to new management role while
continuing in individual role. Allow time as necessary to be acces-
sible to your team.
> Discuss the change with peers. Understand and address your
peers’ feelings. Accommodate their needs as much as possible.
> Lead from the front—pull the team, rather than push them. Con-
tribute as part of the team in the new managerial role—not aloof
and not apart.
> Assign work and follow up to ensure it gets done. If workload is
unrealistic, clarify what your team is able to accomplish. You may
need to reset your boss’s expectations or request resources.
> Define the need to hire an individual contributor to fill your old
position, if necessary. Present detailed workload information to
your boss and prioritize.
> Clearly define your new role and transition your former roles over
to someone else or distribute them among several others. Learn
to delegate and trust (define authority level for tasks). Train team
members to pick up some of your previous tasks. Don’t take back
the assignment once delegated.
> Know your direct reports’ strengths and work preferences.
> Plan for the future.

How to Handle a Problem Managing a Peer with Greater Seniority
and Experience
1. Issues:
> Peer doesn’t meet established deadlines.
> Peer resets already established priorities.
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> Peer’s general performance level has decreased. The quality of
her work is lower. For example, she deviated from the standard
operating procedures and that led to poor software installation.
The result was higher cost.
> Peer goes over the manager’s head to higher-level management.
2. Action Steps:
> Gain your manager’s support for the priorities and deadlines.
Clarify that he agrees with your plan to meet with the nonper-
forming direct report.
> Hold face-to-face meeting. Clarify goals and rules. Emphasize the

priorities and deadlines and why they are important. Compare
expectations to observed performance to recue the gap issues.
> Discuss how to better capitalize on the peer’s experience. Does
she need more independence or more challenging tasks?
> Discuss what the peer will do from here on in to meet agreed
expectations. What help does she need? State consequences of
not meeting priorities and deadlines.
> Tell your manager your plan and ask him to send the peer back
to you if she goes over your head again. Gain your manager’s sup-
port for the priorities and deadlines.
Time Management (Balancing Time for Direct Reports and
Managerial Work)
1. Issue: How to prevent people problems by organizing your time
to do both jobs.
2. Action Steps:
> Organize time for managerial work.
• Plan and schedule your work.
• Review your progress daily and plan the next day.
• Close the door occasionally, or specify a ‘‘quiet hour.’’
• Set time in morning and afternoon for dialogue.
• Manage your boss’s expectations.
> Organize time for direct reports.
• Have a weekly or biweekly pulse check one-on-one meeting
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with direct reports. Each person saves up nonurgent items for
the meetings.
• When delegating, communicate performance standards, objec-
tives, timelines, and checkpoints.
• Ensure direct reports understand what to do.
• Assign nonurgent work direct reports can do when they have
downtime.
• Expect that newer employees or lower-performing employees
will require more feedback and coaching time.
• Understand each person’s strengths, limitations, and talents.
Transition to Being a Manager
Transitioning to a management role is an exciting challenge. It offers
opportunities for growth and development of communication skills.
Your skills now need to be broader and deeper. There will be roles and
tasks you will need to let go of. What a first-time manager lets go of when
ceasing to be an individual contributor depends on the situation. Be sure
to clarify your specific responsibilities and levels of authority (see Chap-
ter 2, ‘‘Setting Expectations with Turbocharged Clarity’’). It is important
to know precisely what your boss expects. Most managers also do indi-
vidual work, although at a higher level. If you are still expected to do
some detailed technical work, you need to clarify to what extent. In gen-
eral, here are some things to consider as you move forward.

Transitioning from an Individual Contributor to a Manager Role
1. Issue: Changing roles from doing the work to managing the indi-
vidual contributors.
2. Action Steps:
> Define new roles for yourself and your direct reports. Get buy-in
from your manager. Find out your manager’s expectations and
set expectations for your staff. Adapt and adjust.
> Clearly communicate your expectations to staff and ask them to
clarify their understanding.
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> Set up a transition plan for delegating work. Execute and monitor
the plan.
> Communicate continually with your manager and direct reports.
Be approachable so staff feel comfortable approaching you (what
is important is that they perceive an open door, not just that you
tell them you have an open door). Be inclusive and understanding

so direct reports are able to ask questions. Demonstrate your in-
tention to preserve relationships and help them succeed on the
job.
> Behave as you would have other staff behave. The manager is a
mirror, so the behaviors you demonstrate are the behaviors you
are likely to see in your staff (honesty, consistency, meeting dead-
lines, keeping commitments, listening, not judging, not gossip-
ing, and being positive).
> Act confident in your own abilities so the employees will be con-
fident in your ability to steer the group.
> Know your information before you explain to staff. Be consistent
in decisions.
> Continually develop expertise in your job. Grow skills and learn
as much as you can.
> Possibly let go of some aspects of your individual contributor role
that you enjoyed. This is your decision, based on the needs of
your new management role. Some managers find they need to let
go of their perception of self as a technical expert, certain friend-
ships, detail work, projects and tasks, gossip, and avoiding people
they didn’t like to work with. These depend on the situation and
people involved.
How to Prove Capable in a New Role
1. Issue: Want to be capable and viewed by others as a capable man-
ager.
2. Action Steps:
> Continue learning the new job quickly.
> Attend management training programs as soon as possible.
> Read management books and articles ASAP.
> Find a mentor inside or outside the organization.
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> Develop a plan with your boss to increase your skills. Ask for
coaching.
> Make new peer relationships with other managers.
> Read everything you can find on the subject of your new job to
be fully competent in the industry and functional areas.
> Demonstrate confidence and knowledge.
> Make decisions and trust yourself. If you make mistakes, ac-
knowledge them and try a new tactic.
> Manage the relationships with your direct reports, your manager,
and your new peers, and maintain previous relationships.
> Treat each person with respect, listen thoroughly, and communi-
cate well.
> Resist the temptation to make changes right away.
How to Get Comfortable Managing People
1. Issue: New management role is uncomfortable because of the
people aspects of the job.

2. Action Steps:
> Talk to your manager and get a comprehensive understanding of
job requirements and level of authority for each. Get advice. Role-
play feedback and coaching situations with your manager.
> Develop a thorough knowledge of direct reports’ responsibilities
and levels of authority. Be completely familiar with their job de-
scriptions.
> Get complete knowledge of all company policies, standard opera-
ting procedures, workflow and processes, legalities, safety proce-
dures, and HR requirements.
> Ask HR what support is available for new managers. Learn how
delegation, feedback, coaching, performance evaluations, and
counseling are done in your organization.
> Go to management classes. Read communication and manage-
ment books and periodicals.
> Set and meet goals for your group. Assign tasks and follow-
through decisively.
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> Take communication training courses to develop knowledge of
how to talk to direct reports, give feedback, and coach.
> Know your direct reports and their work backgrounds and full
range of expertise.
> Develop direct reports’ skills and knowledge through appropriate
assignments. Give direct reports opportunities for visibility.
Coach them to help them succeed.
> Give positive and redirective feedback regularly.
> Hold team meetings to cross-fertilize the ideas, goals, and accom-
plishments of the entire group. This also builds camaraderie and
teamwork.
> Get a mentor and new peers who are managers.
> Keep a professional journal of what works and what you need to
rethink and improve.
278—
Index
absence, communicating with, 13–14
age differential of employees, 156–157
Amack, Craig, 14–15
American Association of Advertising
Agencies, 53
analysis of judging, 108–109
asking coaching, 209, 211–212
process, 214–216
when to use, 213–214
assumptions, 45
authority levels, 31–33
for delegated task, 234

availability, communicating with, 13–14
‘‘bad blood,’’ 133–134
Balboa Bay Club & Resort, 26–30, 178–180
behavioral questions, 92–94
blame, 105
body language, 241
judging with, 126–128
Bogdan, Marilyn, 254
boss
clarifying expectations of, 33–34, 40–41
direct reports going around you to get
to, 146–148
employees’ relationships with, 251–252
meeting for communicating expecta-
tions, 40–41
overdelegating by, 236–238
problems with relationship, 164–165
relationship with, 162–165
burnout, 238
business coaching, see coaching
business strategy meetings, 76
buy-in, opportunity for, 48–49
career plans, 55
Carroll, Chuck, 72–73
—279
Carroll, Danielle, 67
change, 84–85, 141
feedback to gain, 185–186
employee acceptance of, 155–156
leading with communication, 260–262

in performance, 151
Clarifying Expectations worksheet, 35–40
clarity, 2
in expectations, 22–23
phrases for, 189–190
Clarity Coverdale Fury, 53–55
closed questions, 90–92
coaching, 23, 77–79
asking type, 209, 211–212
asking type, when to use, 213–214
behaviors, 208–209
benefits, 205–208
definition and purpose, 196–199
vs. feedback, 199–204
and generational differences, 204–205
for manager, 216–218
performance expectations and, 42–43
relationship to feedback, 199
telling type, 209–211
telling type, when to use, 212–213
collaboration, 258
increasing when delegating, 222–223
collaborative conversation, 170, 184,
199–204
collaborative listening, 241–242
comments, restating, 242
communication
first-time manager issues, 271–278
interdepartmental, 10
judging and, 105

leading change with, 260–262
meetings for optimizing, 76–77
practicing, 250–251
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communication (continued)
process and, 70–72
removing barriers, 257–259
with status reports, 77
see also feedback
communication problems, xi, 57–63
clarifying management priorities, 58–59
lack of clarity in information delivery,
58
lack of management follow-up, 61–62
management timing, 61
organization communication issues,
62–63
organizational obstacles, 59–61
surprises and, 10–12
complaining, as communication style,
258
conflict, 9, 108
between departments, 78
between employees, 160–162
interpersonal, see people problems
negative judging and, 102–103
constructive feedback, 185
see also redirective feedback
context, providing for questions, 85

‘‘controlling’’ example of judging,
119–121
corporate culture, and delegating, 232
corrective feedback, 185
see also redirective feedback
credibility of manager
building, 172–173
questioning techniques and, 83
critical path diagram, 78
decision-making process
including others, 173
questions for, 96–98
delegating
benefits of, 223–225
challenges, 228–229
deciding on tasks for, 234–236
DREAM process, 233–234
employee refusal of assignment,
229–231
excessive by boss, 236–238
hallway or process, 231–233
increasing collaboration when, 222–223
managers’ reluctance, 225–228
performance expectations and, 42–43
timing, 221–222
and trust, 221–222
what it is, 220–221
280—
desk barriers, 257–258
direct reports

benefits of delegating, 225
feedback from, 193–194
friends as, 138–140
going around you to boss, 146–148
lateness by good performers, 151–152
personal activities on work time,
149–151
problems with, 143–152
task completion issues, 148–149
see also coaching
directive coaching, 210
discovery coaching, 210
diversity in workforce, 261
downsizing, 238
effects of, 134
DREAM process for delegating, 233–234
Drucker, Peter, 138, 265
e-mail
avoiding for feedback, 181, 192
for meeting agenda distribution, 163
to share expectations, 56–57
‘‘employee milks assignment’’ example of
judging, 123–124
employees
coaching benefits for, 207–208
conflict between, 160–162
decision options for task completion,
51–52
and delegating, 228
environment for, 252–253

gaining acceptance of change, 155–156
help for communication problems,
156–162
refusal of delegated assignment,
229–231
relationships with boss, 251–252
task ownership, 50
treatment of, 183
see also direct reports; feedback
end results, vs. process, 51–52
expectations, 2, 261
across organization, 57
of boss, 165
communication problems from unmet,
57–63
connecting to feedback, 178–180
for delegated task, 234
e-mailing, 56–57
and feedback, 176, 192–193
follow-up on, 41
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how much to say, 52–56
impact of unclear, 23–26, 47–48
importance of, 63–64
linking with delegating, feedback and
coaching, 42–43
listening and, 241
meeting with boss on, 40–41
model for setting, 26–30

purpose of clear, 22–23
for remote workers, 153
setting, 77–79
setting turborcharged for staff, 42
stating, and partnering, 55–56
stating for performance, 45–46, 49–51
of supervisor, clarifying, 33–34, 40–41
unmet, 105
unrealistic, and feedback absence,
177–178
see also job expectations
expectations communication, 20, 21–22
importance of, 44–45
experience, supervising someone with
more, 145–146
exploring coaching, 210
eye contact, 241
face-to-face communication, lack of,
152–153
facts
closed questions to learn, 90 –92
examining, vs. judging, 106–107
gathering, 200, 202
familiarity, 130–131
favoritism, former peer management and,
141
favors, delegating and, 222–223
feedback, 23, 27, 77–79, 165
absence, and unrealistic expectations,
177–178

benefits, 192–193
vs. coaching, 199–204
collaborative conversation and, 171
definition of term, 175–176
expectations and, 178–180
from former peers, 141
guidelines, 181–182
impact of absence, 190–191
inviting and receiving, 193–194
noncollaborative, 191–192
performance expectations and, 42–43
relationship to coaching, 199
timing of, 176
trust and, 17
—281
word choice in, 125–126
see also positive reinforcement feed-
back; redirective feedback
first-time manager, communication is-
sues, 271–278
follow-up by management, lack of, 61–62
friends, supervising, 136, 138–140
friendship, 4
Gallup Management Journal, 251–252
generational differences
and coaching, 204–205
in communication, 156–157
globalization, 261
goals, 265–266
in coaching, 200

personal vs. organization, 7
shared with boss, 162
Goins, Cynthia, 26, 29, 31, 178–180
Goldberg, Irene, 257–258
groups, leftover problems with new,
154–155
Haas, Bernie, 252–253
hallway delegation, 231–233
Hiring Batting Average (HBA), 29
hiring practices, 27, 54
‘‘hostile’’ example of judging, 121–122
hostile work environment, 161–162
Human Resources (HR) department, 163,
231
in-person contact, absence of, 131–132
influence, 262–263
information delivery, lack of clarity in, 58
interdepartmental communication, 10
interpersonal conflict
negative judging and, 102–103
see also people problems
intuition, 259–260
in delegating, 222
role of, 68
job descriptions, 21, 141, 266–268
job expectations
goals, 265–266
performance standards, 268–270
judging
with body language, 126–128

dislike of, 106–107
negative, 102–103
typical, 103–106
untangling, 108–109
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judging (continued)
what it is, 101–102
word choice in, 124–126
judgmental attitude, 18
kindness, 253–254
Koehler-Pentacoff, Elizabeth, 103
labeling, 101
see also judging
‘‘lame duck’’ example of judging, 116–118
language, use in communication, 247–249
lateness by good performers, 151–152
laughing moments, 14–16
Lawrence, Sharon, 259
‘‘lazy’’ example of judging, 110–112
Leadership Performance Report Cards, 29
listening, 85
clarifying message when, 242–244
collaborative, 241–242
to feedback, 193–194
impact on relationships, 245–246
importance of, 244–245
process, 246–247
reasons for, 240–241
with your heart, 247–249

M&T Bank, 55–56
management timing, 61
management workflow processes, 75–77
managers
benefits of delegating, 223–225
building credibility, 172–173
coaching benefits for, 205–206
coaching for, 216–218
direction from, 24
lack of follow-up, 61–62
lack of training, 177
priorities, 58–59
reluctance to delegate, 225–228
team feedback to, 193–194
training of, 28–29
transition to, 275–278
see also boss
mathematics, 67–68
meeting with boss, for communicating
expectations, 40–41
meetings, 54
for optimizing communication, 76–77
scheduling with remote workers, 153
milestone reporting, 234
miscommunication, preventing, 135
mistakes, manager’s response to, 177
282—
‘‘negative feedback,’’ 186
negative judging, 102–103
new employees, orientation, 27–28

new groups, leftover problems with,
154–155
news TV channels, and judging, 107
Nielsen, Eric, 251
‘‘nitpicky and insensitive boss’’ example
of judging, 114–116
noncollaborative feedback, 191–192
office politics, 157–158
‘‘old dog’’ example of judging, 112–114
one-way feedback, 191
open questions, 86–90
benefits, 87–88
downside, 88
examples, 88–90
when to use, 87
organization
coaching benefits for, 206–207
expectations across, 57
organizational obstacles, 59–61, 165–166
paraphrasing, 243
in coaching, 216
partnering, stating expectations and,
55–56
partnership behaviors, 171–172
Paulin, Kenneth W., 55–56
peers
with greater seniority and experience,
273–274
managing, 272
managing former, 136, 140–143

people problems
causes, 130–135
defining, 129–130
preventing, 135
questioning to prevent and solve,
98–100
solution process, 135–136
solution process, examples, 137–166
typical examples, 136–137
performance
absence of redirective feedback and,
190–191
change in, 151
coaching and, 198
employees’ self-assessment, 215
expectations, see expectations
performance appraisals, 22, 269
surprises in, 190–191
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performance standards, 268–270
personal activities on work time, 149–151
personal relationship
at work, 16
vs. work relationship, 4, 6
‘‘personality conflict,’’ 133–134, 159
personality types, 63
completing work while interacting with
different, 159–160
persuasion, 262–263

phone calls with remote workers, sched-
uling, 153
phrases for clarity and direction, 189–190
politics in office, 157–158
positive reinforcement feedback, 175,
180–183
five-step process, 183–185
priorities, 135
clarifying, 58–59
project management and, 75
problem-solving, questions for, 96–98
process
for asking coaching, 214–216
and collaborative conversation,
170–171
and communication, 70–72
for delegating, 231–233
for solving people problems, 135–136
standardized, 71
standardized for communication, 77–79
see also workflow process
process for untangling judgments,
108–109
‘‘controlling’’ example, 119–121
‘‘employee milks assignment’’ example,
123–124
‘‘hostile’’ example, 121–122
‘‘lame duck’’ example, 116–118
‘‘lazy’’ example, 110–112
‘‘nitpicky and insensitive boss’’ exam-

ple, 114–116
‘‘old dog’’ example, 112–114
‘‘weak link’’ example, 118–119
project management, 78–79
benefits, 74–75
definition of term, 72
overview, 73–74
project plan, 78
project strategy meetings, 76
projects, follow-up on progress, 61–62
public service, 257–259
pulling coaching, 210
pushing coaching, 210
—283
quality, 237
quality time, 14
question types, 86–96
behavioral questions, 92–94
closed questions, 90–92
open questions, 86–90
situational questions, 94–96
questioning techniques, 81–100
in asking coaching, 211
barrage or communication, 85
benefits, 83–84
to prevent and solve people problems,
98–100
for problem-solving and decision-
making processes, 96–98
purpose of, 81–82

when listening, 242–243
Rankin, Rob, 53–55
redirective feedback, 175, 180–181,
185–186
direct and clear phrases for, 189–190
five-step process, 186–189
impact of absence, 190–191
relationships, 66
with boss, 162–165
building and preserving, 13–16
coaching and, 200
and collaborative conversation, 170
developing with someone you don’t
like, 18
importance, 2, 6–9
listening and, 241, 245–246
with person who wanted your job,
143–144
personal at work, 16
and process, 67
questioning techniques and, 83
types, 4–6
working, 3–4
remote workers, 152–153
delegating to, 228
requests of other groups, 134
research, 84–85
resources for delegated task, 233
response, to someone you don’t like, 18
responsibilities, 360-degree view of, 31–33

Ritz, H. Pat, 10
roles of first-time managers, 271–272
Rundle, Jane, 247–249
sales process, 72–73
scheduling, 78
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NDEX
Schielein, Henry, 27
scope definition, in project management,
78
self-fulfilling prophesies, 104–105
shared vision, with boss, 162
silence, communicating with, 13–14
situational questions, 94–96
SMART goals, 265–266
social networking, on work time, 150
staff
collaborating with, 138
management treatment, 14
standardized process, 71
status reports, 165
to maximize communication, 77
stress
feedback and, 176
and people problems, 134
subordinates, see direct reports; em-
ployees
suggestions, vs. coaching, 210
surprises, and communication problems,
10–12

tasks
employee ownership of, 50
problems completing, 148–149
when there is only one way to com-
plete, 51
team training meetings, behavioral ques-
tions in, 93
teams
impact of delegating, 224
strategic planning, 53
technical skills, retention vs. delegating
task, 226
telecommuting, 152–153
television, 107
telling coaching, 209–211
when to use, 212–213
284—
time management, by first-time manag-
ers, 274–275
timing
of information flow, 61
management, 61
togetherness
absence of, 131–132
problems from too much, 130–131
Torchiana, William C., 256–257
Torok, Scott, 244
training, in meeting participation, 76
trust, 2, 62
building, 172–173

in coaching, 201
and delegating, 221–222, 225
and feedback, 17
power of, 30–31
unclear expectations, impact of, 47–48
upper management, support from, 31–32
‘‘weak link’’ example of judging, 118–119
weekly status meetings, 76
word choice, in judging, 124–126
words, communicating with, 13–14
work assignments, to former peers, 143
work environment, 252–253
work hours, 151–152
work relationship, 66
with someone not liked, 16–19
what it is, 3–4
workflow management
getting work done, 69–70
process and communication, 70–72
workflow process, 66
definition of term, 72
example, 72–73
management, 75–77
working virtually, 152–153
workload levels, 237–238
worksheets, Clarifying Expectations,
35–40
NANNETTE RUNDLE CARROLL is a popular speaker, management
trainer, and communications consultant. She is also a top-rated faculty
member with the American Management Association. She lives in the

San Francisco Bay Area.
Photo by Rachel Capil Photography, www.rachelcapil.com